Kompetencje w zakresie zrównoważonego rozwoju i ich miejsce w edukacji na poziomie wyższym : Studium teoretyczno-empiryczne

<jats:p>This monograph addresses the issue of sustainable development and its place in higher education, with particular emphasis on shaping students’ competences in this field. Its aim is both to present the origins and evolution of the concept of sustainable development and to examine the level and structure of competences among students of higher education institutions in the Lublin region and foreign universities cooperating with Polish academic institutions. The monograph consists of two parts: theoretical and empirical. The theoretical part discusses the historical, philosophical, social, and institutional foundations of sustainable development, as well as its interpretations across natural, technical, social, and economic sciences. It also examines the role of higher education in promoting sustainable development, with particular attention to engineering and managerial education in the context of technological transformation and the assumptions of Industry 5.0. Furthermore, it presents definitions, classifications, and domains of sustainable development competences, along with tools for their assessment, with a special focus on self assessment instruments. The empirical part comprises four separate studies conducted among students from various fields and universities. These studies address the structure of competences, the applicability of diagnostic tools, and the influence of factors such as the type of studies, home institution, and international context. The analyses covered key dimensions of sustainable development competences, including knowledge, attitudes, behavioural intentions, and practical skills. The findings confirmed the existence of significant differences in competence levels and highlighted both the potential and limitations of current educational practices. The results underline the need for the systematic integration of sustainable development content and assessment tools into higher education curricula. They also point to the crucial role of universities in preparing future professionals for responsible action in social, economic, and environmental dimensions. The monograph has a theoretical and empirical character and provides both a contribution to academic discourse and a practical resource for designing and improving higher education programmes.</jats:p>